2 recommended books from Geographical Association in partner with IOE:
- Living geography – making the geog curriculum module in Geog education ( w CD)
- A different view (can be downloaded from the GA website)
Bennetts, 2005 suggest that big ideas – adaptation, understanding
place = move beyond knowledge to understanding. We
need to think of the student’s experience. We need to think of the big ideas and
linked them together by getting the students to engage in mental
processes.
How can we connect the students’ experience to the big
ideas? Find out what they already know and what they want to
learn.
Most of them have travelled – find out how the people in other
countries adapt
e.g. Dubai
Get them to think about how they adapt to their own
lives
Adaptation on videos e.g. Avatar, Second life
Get them to question on events around them e.g.
haze
Use of photos – everyday experience or Direct experience of fieldtrips
Understanding the concepts make it more transferable to
contents.
Activity: 1:
To write
down jobs to bring the mini eggs to the table
Which is the most important job and is the least important
job?
Breakdown of the cost of
the mini egg – who get the most out of it?
Go
back to the list and categorise them under primary, secondary, tertiary and
quaternary.
Activity 2: Categorise them under jobs in Singapore
Classification
|
Jobs in
|
Jobs in DCs
|
Jobs in LDCs
|
Primary
|
|||
Secondary
|
|||
Tertiary
|
|||
Quaternary
|
How the activity can help
the students in their exam?
See the link between food and development
To
think more critically about data shown
Extend the practice on employment structure graphs and tables and map
work (flow map showing the DCs and LDCs)
Help them to attempt LORMs question – evaluate
Students creating their own data
Changing pattern – which job will be more and which one
lesser
More personalized and less intimidating
Activity on using data from table: Show a table - Take away
the unit – get them to look at the pattern and the rationale. What do the numbers represent?
Activity on using graphic map: Show a graphic map and get
them to guess what it shows
Group
activity: GNP exercise - Group the
students (in various sizes)
Get the groups to add up
all the money they have and then record them, then
divide them to show GNP per capita. Then
show that the GNP per capita is just the average – there might be someone with
more money in the group to show the disparity of income
Activity: Rogue Data
Pri
|
Sec
|
Tertiary
| |
1
|
13.4
27.4
|
17.6
| |
3.4
|
33.8
|
42.8
62.8
| |
15.8
5.8
|
33.8
|
60.5
|
Show the one with the wrong
data (in red) and ask them which one is wrong and why?
Activity: card game – they must know
which indicators well to compete – e.g. life expectancy – the greater the no.
the more developed, but for infant mortality, the smaller the no. the more
developed
Development
indicators
Life Expectancy 43
yr
GDP
Infant mortality
rate
|
Life expectancy 78
yr
GDP
Infant mortality
rate
|
Activity: Living graphs and
maps
What living legends could
you add to the map below?
To create a mystery
Character
Narrative (story)
Layered information (“why tree)
Interesting Question
Activity: To create the mystery question for the 2009 flood in Bukit
Timah
Why did Mr X wait till 2012 to replace his Mazda-rusty?
Why did the teachers of NJC worry for the A level Econs results for
2010?
The question must be challenging supplemented by data e.g. news
article, rainfall data over the years, schemes to divert the
water
Making it relevant?
Would they solve the mystery?
Writing frame:
He is waiting to buy his car because……
His car is rusty because ……
This happened because…
This happen
Constant practice with The Why Tree – The students will learn to
justify their answer.
Animated Discussion
By Mark Jones – University of the West of England Bristol
Use clay to make models and then take picture to make into
animation
Possible audience and purpose for Voice-overs
- Silent movie – I need a voice-over
- Voice-overs- spot the mistake
- Voice-overs – terminology
- Out of order
- Missing key word
- Use as a starter
- What happened next?
- Question the geography?
Flow learning:
- Geographical mimes
- ten sounds
- human cameras
- poetry reading
Thinking about this place
e.g.
traffic count near the busy road
flood
survival plan
field
sketch
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